An exploration of high school cell phone policies in Indiana

Theodore Stevens, Purdue University

Abstract

This qualitative study examines the cell phone policies of Indiana high schools. The study is based on the interviews of five Indiana high school principals. Of the five high school principals that were interviewed; four were male and one was female. In addition, two were principals completing their first year in their respective positions, whereas two others had ten or more years of experience in their position. All of the schools enrolled less than 1,500 students. An additional interesting fact is that four out of the five schools had a one-to-one computer initiative, where each student has a computer device provided by the school. The methodology used in this exploratory study was Phenomenology. Phenomenology is utilized when the research requires a thorough examination of the experience that has been lived. The findings of the study will be reported in a narrative fashion. The analytical framework for this study is grounded theory. This framework was utilized after analyzing the data and concluding that it fits the findings of the study. As a result of the study, six themes emerged. The overarching theme under which all others fell were that of personal experiences. Under the theme of personal relationships were the sub-assertions of safety and disruptions, disciplinary consequences, appropriate student cell phone use, stakeholders, and cyberbullying / sexting. In all areas discussed, the focus was on how the principals' personal experiences impacted the sub-assertion. Each interview participant had numerous narratives about things that had happened with the cell phone policy, which either maintained their belief or changed it in some way. The concept of life experience cannot be overlooked when examining how cell phone policies were shaped, implemented, and enforced by the high school principals. In addition, the life experiences that the principals possessed were likely reactionary several years ago when cell phones first started to appear in school. While cell phones have changed through time, so have the principal's perceptions. It is now seen that the life experiences of principals influences policy, but that experience is utilized in an effort to be proactive to potential cell phone issues. Overall, it appeared as though the principals were battling themselves over the educational uses of cell phones versus the potential dangers of implementing them in schools. The principals interviewed referred to positives and negatives of student cell phone use. Ultimately, the end result appeared to be policy implemented out of fear of misuse, versus acceptance of educational advantages.

Degree

Ph.D.

Advisors

Hirth, Purdue University.

Subject Area

Educational leadership|Education Policy

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